Seminar presentation

EPB 4703 SEMINAR IN EDUCATION

TITTLE : USE OF VISUAL MEDIA IN LEARNING NAME : Nuril Ekma bte Hj Abd Muda MATRIC : KJC0950313

chapter 1 : INTRODUCTION

chapter 1 : INTRODUCTION

Visual plays an important role in trying to relay

messages effectively in a world where facts are not always

sufficient to convince audience. Through visuals, personal

perceptions can be seen in different perspectives in order to

make reasoned judgments. Generally there are three types of

visual media or teaching and learning resources that are

commonly used namely non-projected media, projected

media and electronic media.

Each media or teaching and learning resources has its

own characteristics and suitable for use in a particular

environment or situation. Selection of appropriate media by

an educator was associated with the effectiveness of the

teaching and learning process.

Media suitable for a group of students and

environmental conditions may not be appropriate in another

group of students in a different environment.

DEFINATION OF TERMS

Non-projected Media : refers to any technology-based print media Projected Media : defined as media formats in which still pictures are enlarged and displayed on a screen.

Electronic Media : use electronics or electromechanical

energy for the end-user (audience) to

access the content. Most new media are in

the form of digital media.

STATEMENT OF RESEARCH PROBLEM

i. Those whose thought processes are predominantly in the

right-hemisphere where visual-spatial and nonverbal

cognition activities rule frequently may have difficulty

capitalizing on a learning style that is not compatible with

their abilities

ii. Students with limited domain knowledge may regard

graphics as excess complexities and incomprehensible

information if the connections with the concepts are not

obvious to them

PURPOSE OF THE RESEARCH

i. to investigate how using of visuals media (defined as all the

props used in the process of learning that can be enjoyed

through the senses eyes, Daryanto, 1993:27) in teaching help

student in their learning

ii. to investigate the effects of instruction that incorporates

varying degrees of visual components including no visual

support, still visual media ( non-motion pictures) and

animated visual sequences.

iii. to examine the effects of specific visual characteristic (color,

font, texture, animation etc..) in facilitating learning.

OBJECTIVE

i. Knowing the extent of interest, attitude and motivation of

students towards the session teaching and learning with the

aid of visual media

ii. Explore and get a true picture of the effectiveness of visual

media in assisting the process of teaching and learning in

schools in terms of flexibility and efficiency

iii. Knowing the difference effective use of visual media oriented

modern education in the process of teaching and learning

over the way teaching and learning "chalk and talk" or the

aid of notes sheet and work with test questions

chapter 2 : LITERATURE REVIEW

chapter 2 : REVIEW OF LITERATURE • Visual media interactive display enables visual teaching and learning process more effective because 90% of information going to brain is through eye, 8% through ears and the other 2% is through other senses. • Mohammed Hasan Rahman (2000), based on the pyramid of knowledge acquisition rates showed the largest percentage of the vision recorded 83% compared to taste, touch, smell and hearing. • Bransford, Browning and Cocking (1999) emphasise the importance of media in the creation of a learning environment where students can be involved in interactive learning, such as group discussions or the solving of a case study

• This suggests that allows the acquisition of visual information efficiently the use of visual media in learning and teaching is supported by researchers demonstrating that learner preferences and styles can more effectively be addressed (Gardner,1993) • enhanced learning and retention take place through the use of visual material (Paivio,1971, 1986; Dwyer & Baker, 2001; Carney & Levin, 2002) • Salomon (1979) proved that students learn new abstracts and novel concepts in both verbal and visual form • Cowen (1984) states that visual media make concepts more accessible to students and enhance lateral recall of information, while Pinker (1997) emphasises that visual media can support students to retain and apply new concepts to real life situations.

RESEARCH QUESTION

This study set the research questions based on the purpose and

objectives of the study as follows:

• does the student demonstrate mutual interest and level of

involvement in teaching and learning session

• what is the difference in student motivation to follow the

lesson and learning using different visual media.

• what is the effect of visual characteristic towards students

attention while learning

chapter 3 : RESEARCH

METHODOLOGY

chapter 3 : RESEARCH METHODOLOGY

Quantitative methods used in this study. This study is based

on the survey method. Survey method is a specific way to

collect information about the population. Researcher

distribute the study material in the form of paper

questionnaires that students give their perception of the

effectiveness of using vary visual media in teaching and

learning process. Questionnaires were distributed to 90

students form 4Sc1 and 4A4 classes of SMK St.Teresa Kuching

Sarawak.

Quantitative research is a method used when the research

objectives require quantification such as determining the

proportions of a population that behave or think in certain

way. It generates statistics through the use of large-scale survey

research, using methods such as questionnaires or structured

interviews.

The research is used with relatively large respondents

(anything from 50 to any number of respondents) and the

questions are structured, standardize and mostly closed with

some open ended.

RESEARCH DESIGN

POPULATION AND SAMPLE

Questionnaires were distributed to 90 students form 4Sc1

and 4A4 classes of SMK St.Teresa Kuching Sarawak. Both of these

classes are classes that have the most number of students of form

4 and represent two classes of students with different thinking

thoughts.

Among all of this 90 students, only 11 indicates that they

are left handed which mean they are right hemisphere thinker

and the rest are left hemisphere @ right handed students.

RESEARCH LIMITATION

i. The small sample size representing the right brain students

do not address all learners. A larger size would be more

appropriate for future research.

ii. This study does not reflect the participant’s strengths in other

learning styles as it’s only focus on visual learning.

chapter 4 : RESEARCH FINDINGS

chapter 4 : RESEARCH FINDINGS Most of the students agree that visual media had a great impact to their learning. Thus this also will attract students in learning process and motivate them to succed in exam. They also agree that visual characteristic of specific media had to be clear enough, organize layout and appropriate pictures. This is evidence of how a person processes information in the pages of the book shows the importance of the visual features in the delivery of accurate and understanding information. Not only media do assist students to improve their content knowledge and higher order thinking skills but it’s also motivate them and stimulate their interest. Students are more motivated to investigate the application of new concepts in real life situations and discuss it with their peers.

RESULT OF DATA ANALYSIS ( part 1 )

QUESTION 1 : Visual Media greatly gave positive impact on the level of understanding of learning, increases class attendance, promotes cognitive reasoning and increases examination results

Agree Moderate DisagreeLeft handed 6 4 1Right handed 56 18 9

0

10

20

30

40

50

60

70

No

of st

ud

ents

Agree Moderate DisagreeLeft handed 7 3 1Right handed 40 27 12

0

5

10

15

20

25

30

35

40

45

50N

o of

stu

den

ts

QUESTION 6 : Changing images can reduce boredom

QUESTION 4 : Which media is reflected up-to date information and accurate knowledge

Non projected Projected Electronic MediaArts stream 13 2 30Science stream 4 0 41

0

10

20

30

40

50

60

70

80N

o of

stu

den

ts

RESULT OF DATA ANALYSIS ( part 2 )

QUESTION 10 : Which media is an easy proof of information

Non projected Projected Electronic MediaArt Stream 25 8 11Science stream 26 6 13

0

10

20

30

40

50

60

No

of st

ud

ents

QUESTION 13 : Which media give students more opportunities for ‘hands on’ interaction and experience

Non Projected Projected ElectronicArts Stream 8 14 23Science Stream 18 15 12

0

5

10

15

20

25

30

35

40

No

of st

ud

ents

chapter 5 : CONCLUSION

chapter 5 : CONCLUSION It is suggests that using visual elements in teaching and learning embark positive results. In order for visual enhancements to be used most effectively, teachers should possess skills that include the language of imagery as well as techniques of teaching visually. The visualization of media not only cleared abstract concepts to students, but enabled them to apply newly learned concepts to everyday learning situations. It is time to help ourselves and our children to embrace and celebrate the valuable message to appreciate, to analyze and understand what is happening around us, and develop the skills and new habits that we need to think carefully and wisely about the messages we create ourselves and the message we received. This experience is necessary for students to develop their personal values from the beginning

RECOMMENDATION

i. qualified and well trained teachers that are creative and able

to apply different teaching techniques, media and strategies

to clear abstract concepts or facts to students

ii. teachers use interesting visual media to teach in learning

teaching session, so that most students would be able to apply

these concepts in real world situations.

iii. Students can also be encouraged to create their own media

iv. Additional research to develop tools that measure an

individual’s degree of visual literacy